Teachers' Orientations toward Writing Instruction

Abstract

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What Happens When a Teacher Uses Metalanguage to Teach Spelling?

“…The approaches that teachers adopt when teaching aspects of literacy may be influenced by increased accountability and high‐stakes testing (Mackenzie, ). Teachers’ personal beliefs, level of knowledge, and confidence about teaching and learning may also influence their pedagogy (Hattie, ; McCarthey & Mkhize, ). Although teachers generally regard knowledge about the English language as an important part of literacy learning (Love, Macken‐Horarik, & Horarik, ), they require in‐depth knowledge of the English language to be able to effectively teach it (Moats, ).…”

Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language

“…We used a reductionist approach to thematically analyze our data, bracketing our own perceptions about academic language and PL (Litchman, ). Our approach involved identifying relevant data sources, reviewing and analyzing key ideas from teacher responses (McCarthey, ), and identifying response patterns. Once themes were uncovered, we looked more closely at three of the teachers, exploring their unique journeys and seeking a deeper understanding of their perspectives and stories.…”

Writing Instruction That Makes a Difference to English Learners

“…In the United States adolescent English learners are often instructed from a skill development and product perspective (Ball, 2006;Delpit, 1987;McCarthey & Mkhize, 2013). That is to say, many secondary ESL teachers still focus on grammar, syntax, spelling, and punctuation because they see that as a pressing concern -in other words they primarily situate their instruction on the product and the form and function of language.…”